Tewin Under Fives Pre-School

Tewin Under Fives Pre- School The Scout Hut, Tewin AL6 0LB

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Inspection date 26 November 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n Staff provide children with a wide range of appropriate resources to support their learning. For instance, they use fresh vegetables in the role-play shop. Staff talk to the children about how much the vegetables weigh as they use the scales. They support children's developing language by using appropriate words, such as heavy and light. n Staff at the pre-school support children who have special educational needs and/or disabilities exceptionally well. They quickly identify those children who need additional support and work closely with parents and other professionals to support them fully. Staff work together to discuss different strategies to support the children's learning effectively. n The quality of teaching throughout the pre-school is very strong. Staff all use questioning effectively to encourage children to think about what they are learning. They extend children's learning well and follow their interests to provide children with

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This provision is good

interesting and exciting activities. n Children feel valued and complete tasks to help around the pre-school. They develop a strong sense of responsibility with support from the staff. For instance, they help staff to hand out cloths for children to clean their hands when they come indoors from playing outside. n All children are very well prepared to move on to school. They make good progress in their learning. They are independent and remain focused as they play. n On rare occasions, staff do not accurately identify children's initial starting points when they start at the pre-school. n Staff do not always fully support children effectively to take turns as they speak to each other and listen to what their friends have to say.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

n enhance staff's understanding of the assessment process in place to help them accurately identify children's starting points so that children make the best possible progress in their learning n give children even more support to take turns in conversations so that they can share their ideas clearly with their friends and listen to what others have to say.

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What the setting needs to do to improve further

Inspection activities n The inspector had a tour of the premises indoors and outdoors. n The inspector and the manager observed a planned activity and assessed the quality of teaching. They discussed the impact of the teaching on children's learning. n The inspector held conversations with staff and children throughout the inspection. n The inspector spoke to a number of parents and took their views and opinions into consideration. n The inspector looked at a range of documentation, including policies, staff suitability documents and children's learning records.

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Effectiveness of leadership and management is good

Staff are extremely well supported by the management team. The wide range of training they receive has a positive impact on their teaching. Staff meet with the manager regularly to discuss their performance. They work together to ensure that children are kept safe and any concerns are reported appropriately. Safeguarding is effective. Staff form strong partnerships with other professionals, including teachers at other local schools that the children move on to from the pre-school. Parents feel extremely well informed about their children's progress. They comment that their children are happy and settled at the pre-school and that they enjoy the range of activities on offer. Staff make suggestions to the manager about how the pre-school can improve further and they work together to implement these suggestions effectively. Staff analyse the progress that all of the children make and they identify areas of weakness that need

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Effectiveness of leadership and management is good

more focus. They use additional funding received for children effectively to support any gaps in their learning to close rapidly.

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Quality of teaching, learning and assessment is good

Children are encouraged to develop their hand-to-eye coordination. They enjoy using scissors independently. For example, staff demonstrate to the children how to use the scissors to cut a cardboard tube and then allow the children to try for themselves. They ask them a range of questions relating to their interests, such as talking to children about their favourite toys. They respond positively and listen attentively to what children say. Children explore the local community with interest. They learn about how different services work. For instance, they write letters and draw pictures for their families. They walk to the post box and post the letters to their homes, where they eagerly wait for their letters to arrive.

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Personal development, behaviour and welfare are good

Children follow the routines of the session well. For instance, they all help to tidy away the toys, with each group of children focusing on a different area of the room to tidy. Children are extremely well behaved at the pre-school. They are kind to their friends and share the toys nicely. Staff support children's understanding of the importance of good hygiene routines positively. For instance, they place their tissues in the bin and wash their hands without being reminded after they have blown their noses. Children are highly independent in completing tasks, such as pouring their own water from jugs at snack time.

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Outcomes for children are good

Children develop their imagination well. For example, they pretend to be superheroes as they play outside. They roll and knead play dough with their hands, which helps them to develop their smaller muscles. They enjoy developing their creative skills, such as when they create cardboard models of characters from a familiar story. They continue their learning at home. They choose books from the pre-school to take home and share them with their family enthusiastically.

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Setting details

Unique reference number EY538653 Local authority Hertfordshire Inspection number 10080204 Type of provision Full day care Registers Early Years Register Day care type Childcare on non-domestic premises Age range of children 2 - 4 Total number of places 20 Number of children on roll 27 Name of registered person Tewin Under 5s Pre-School Limited

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reference number

Date of previous inspection Not applicable Telephone number 01438716132

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reference number

Tewin Under Fives Pre-School registered in 2016. The pre-school employs six members of childcare staff. Of these, five hold appropriate early years qualifications at level 3 or above. The pre-school opens Monday to Friday, term time only, from 8.55am to 2.55pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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reference number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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